Content introduction Chapter I building Great Work relationships Defining a Good Relationship

Session 3: Preventing Substance-Abuse
Outlines information on Substance-Abuse, Risk and Protective Factors, Signs, Symptoms and Treatment. It also explores issues around understanding and resisting negative Peer-Pressure and adopting an assertive style of communication.
Checklist for Nodal Teachers
Read the details of the specific classroom session and relevant Reference Material.
Finalise the time slot and venue, and identify the participating class with the Principal.
Organise the room and seating arrangement as per session needs. o Prepare all materials needed for the session (handouts, OHP, etc.).
Inform the participating class and the class teacher of date, time and venue of sessions, and location of Question Box.
Answer the queries in the Question Box.
Record the classroom activity in the monitoring and evaluation format. (Annexure 2)
Give feedback of the activity to the Principal.
18 Section 2
Adolescence Education Programme
2.3 GUIDELINES FOR TEACHERS
• Wherever OHP is not available blackboard can be used. • Teachers must read pages 8-16 of Teacher’s Workbook exhaustively.
• All contents and activities to be transacted keeping the local cultural context in mind.
• Sensitivity towards the adolescent needs to be maintained at all times.
• Some activities have been marked categorically to be done separately for boys and girls. This needs to be ensured.
• The Annexure 3 related to suggested Timeline of Conduct of Cocurricular AEP activities in one academic year to be consulted.
• The 16 – hour capsule has slotted 7½ hours for Life Skills and associated activities which must be ensured.
• In each Unit there are a number of activities and the teacher/ facilitator may like to choose some of them depending on the time and context.
• Co-curricular activities must be varied in nature, interesting, age appropriate and in keeping with the local cultural ethos. Role plays, Group Discussion and PMIs (Plus, Minus, Interesting) may be added.
• Guided Meditation and Visualization Activities may be done as whole class or even whole school in the Assembly from the Unit on Meditation and Visualisation. The exercises given are merely suggestive and the teacher can pick up other activities based on the local cultural context.
• Teachers may develop Reflection Points on Values and Life Skills.
• Famous sayings from the local culture, role – models or historical figures of eminence may be used for enhancing values.
• Creative activities such as Collage Making, Painting, Dramatization, Street Theatre, One Act Plays, Script Writing may be taken up on the relevant themes and issue of Adolescents.

5.